Dissertation/Thesis Abstract

The Convergence of Mindfulness and Well-Being: An Exploration of a District-Wide Mindfulness Initiative for Educators
by August, Rani, Ed.D., Fielding Graduate University, 2018, 233; 10786549
Abstract (Summary)

Educator well-being is of immense importance to student success, yet rising instances of educator stress, burnout, and attrition can lead to lowered levels of well-being. While educators’ experiences with stress, burnout, and attrition can involve multiple factors, researchers have noted the convergence of mindful attention awareness and educator well- being as an instrumental influence in educators’ capacity to remain in the profession. This mixed methods portraiture-inspired study explored the convergence of mindfulness and well- being of educators employed by a school district that recently started a mindfulness initiative to support educator well-being. The study took place over the course of 18 weeks, with data derived from (a) the Scales of Psychological Well-Being (Ryff, 1989); (b) Mindful Attention Awareness Scale (Brown & Ryan, 2003); (c) interviews; (d) classroom observations; (e) exit tickets; (f) researcher participation in the district’s mindfulness initiative offerings; and (g) visits to the schools and surrounding neighborhoods. Results from the quantitative data revealed that mindful attention awareness predicts psychological well-being. Results from the qualitative data provided further insight into educators’ experiences with mindfulness, well-being, and the educational system factors that impact educator stress. Themes included the cultivation of meaningful growth opportunities; the importance of fostering positive relations with others; and the impact of top-down leadership on environmental mastery. The findings from this research highlight a need for educational organizations to utilize organizational-wide, mindfulness-based, professional development opportunities to more effectively support educator well-being.

Indexing (document details)
Advisor: DiStefano, Anna M.
Commitee: Albert Neal, Ellema, Márquez-López, Teresa, Sanders, Pamela, Tiner-Sewell, Kathy A.
School: Fielding Graduate University
Department: Educational Leadership for Change
School Location: United States -- California
Source: DAI-A 79/08(E), Dissertation Abstracts International
Subjects: Education, Teacher education
Keywords: Mindfulness education, Personal growth, Portraiture, Professional development, Stress, Well-being
Publication Number: 10786549
ISBN: 978-0-355-82890-0
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